“Too Young to Lead?” Lived Experiences of School Improvement Leadership Among Fast-Tracked Early-Career Principals in Indonesia

This study explores how fast-tracked early-career principals lead school improvement while negotiating legitimacy and trust. Using a phenomenological approach, interviews were conducted with 20 primary school principals in Indonesia. Findings show that formal authority does not automatically ensure social acceptance, as young principals often face skepticism shaped by age- and seniority-based expectations. Legitimacy and trust are gradually built through consistent interaction, fairness, presence, and instructional leadership practices. Despite administrative and resource constraints, principals employ adaptive strategies to sustain improvement efforts. The study highlights legitimacy and trust as interconnected, socially constructed processes shaping leadership effectiveness in fast-tracked contexts.